ABSTRACT
This book explores the impact of sensation, affect, ethics, and place on literacy learning from early childhood through to adult education. Chapters bridge the divide between theory and practice to consider how contemporary teaching and learning can promote posthuman values and perspectives.
By offering a posthuman approach to literacy research and pedagogy, Affect, Embodiment, and Place in Critical Literacy re-works the theory-practice divide in literacy education, to emphasize the ways in which learning is an affective and embodied process merging in a particular environment. Written by literacy educators and international literacy researchers, this volume is divided into four sections focussing on: Moving with sensation and affect; becoming worldmakers with ethics and difference; relationships that matter in curriculum and place; before drawing together everything in a concise conclusion.
Affect, Embodiment, and Place in Critical Literacy is the perfect resource for researchers, academics, and postgraduate students in the fields of literacy education and philosophy of education, as well as those seeking to explore the benefits of a posthumanism approach when conceptualising theory and practice in literacy education.
TABLE OF CONTENTS
part Orienting Map I|9 pages
Mapping Posthuman Concepts
part Plateau I|43 pages
Moving With Sensation and Affect
chapter 4|10 pages
Planning-as-Burden, Planning-as-Gift
part Orienting Map II|12 pages
Opening Minds, Eyes, Ears, and Doors
part Plateau II|61 pages
Becoming Worldmakers With Ethics and Difference
chapter 6|12 pages
The Literacy is in the Listening
chapter 9|11 pages
Ways of Being and Becoming in the Adolescent Classroom
part Orienting Map III|13 pages
Knowing/Be(com)ing/Doing Literacies
part Plateau III|52 pages
Relationships That Matter in Curriculum and Place
chapter 12|14 pages
Red Dresses and Sequined Bras
part Plateau IV|8 pages
In(Conclusions)
chapter |3 pages
Traveller Review II: Used Once and Disposed
part Orienting Map IV|5 pages
Why Theory? Thinking, Being, Doing Literacy With Posthumanism